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clinical coordinator (sy25-26)

clinical education systems coordinator

The General Hospital Corporation

<div>Site: The General Hospital Corporation<p></p><p><br>
Mass General Brigham relies on a wide range of professionals, including doctors, nurses, business people, tech experts, researchers, and systems analysts to advance our mission. As a not-for-profit, we support patient care, research, teaching, and community service, striving to provide exceptional care. We believe that high-performing teams drive groundbreaking medical discoveries and invite all applicants to join us and experience what it means to be part of Mass General Brigham.</p><p></p><p><b><br>
Job Summary</b></p>
Reporting to the Director of Compliance, will coordinate and track student compliance and immunization requirements using the systems available, including Complio (until phased out) and Exxat for students in all MGH Institute schools and academic programs; communicate with students to ensure compliance is maintained; generate required reports and support the analytical needs of the Director. Will coordinate the student's use of Exxat and, with direction from the Director of Compliance, interact with the MGB Department of Occupational Health.<br>
<br>
<ul><li>Coordinate and track student compliance and immunizations requirements using the systems available including Complio and Exxat for students in all MGH Institute schools and academic programs, (55%)</li><li>Establish and maintain communication workflows with students and academic programs to ensure compliance is maintained; present comprehensive compliance overviews to incoming students during orientation sessions, ensuring clear understanding of institutional policies and requirements, (25%)</li><li>Coordinate the student use of Exxat Approve including functioning as the lead contact with Exxat/Prism, (10%)</li><li>Generate required reports, support the analytical needs of the Director, including but not limited to state immunization reporting and MGB-flu compliance, and support Office of Compliance-led activities (on-campus CPR trainings, N95 Fit Testing, flu clinic, etc.). (10%)</li></ul><p></p><div><div><div><div><div><div><div><p><b><br>
Qualifications</b></p></div></div></div></div></div></div></div><p><b>
Education and Experience Qualifications</b><br>
Bachelor&rsquo;s degree required, and one to three years of increasingly responsible related experience, preferably in an academic institution preferably within clinical education.<br>
</p><p><br>
<b>Skills/Abilities/Competencies Required</b></p><p><b><i>
a) Administrative Skills</i></b>-</p><ul><li>
Strong organizational skills</li><li>
Attention to detail</li><li>
Ability to interact effectively with students, administrative, faculty, and staff</li><li>
Ability to manage simultaneous projects, set priorities, and delegate tasks when necessary</li><li>
Ability to manage multiple demands and resolve issues and concerns from all constituencies</li></ul><p></p><p><b><i>
b) Technical Skills</i></b></p><ul><li>
Proficiency with word processing, spreadsheet, calendaring and database applications.
</li><li>Technical ability to maintain multiple accounts, monitor policies/regulations, and other accounting matters for the division.</li></ul><p><br>
</p><p><b><i>c) Physical Capabilities
</i></b></p><ul><li>N/A</li></ul><p></p><p><b>
Supervisory Responsibility</b></p><p>
Work with Director to assign and manage tasks for the Office&rsquo;s Graduate Assistant.</p><p></p><p><b>
Working Conditions</b></p><p>
Shared office; hybrid (3 days in the office; 2 days remote)</p><p><br>
</p><div><div><div><div><div><div><div><p><b>Additional Job Details (if applicable)</b></p></div></div></div></div></div></div></div><p></p><div><div><div><div><div><div><div><p><b><br>
Remote Type</b></p></div></div></div></div></div></div></div>
Hybrid<p></p><div><div><div><div><div><div><div><p><b><br>
Work Location</b></p></div></div></div></div></div></div></div>
One Constitution Wharf<p></p><div><div><div><div><div><div><div><p><b><br>
Scheduled Weekly Hours</b></p></div></div></div></div></div></div></div>
40<p></p><div><div><div><div><div><div><div><p><b><br>
Employee Type</b></p></div></div></div></div></div></div></div>
Regular<p></p><div><div><div><div><div><div><div><p><b><br>
Work Shift</b></p></div></div></div></div></div></div></div>
Day (United States of America)<p></p><p><b><br>
Pay Range</b></p>
$19.81 - $28.30/Hourly<p></p><p><b><br>
Grade</b></p>
3<br>
<p></p>
At Mass General Brigham, we believe in recognizing and rewarding the unique value each team member brings to our organization. Our approach to determining base pay is comprehensive, and any offer extended will take into account your skills, relevant experience if applicable, education, certifications and other essential factors. The base pay information provided offers an estimate based on the minimum job qualifications; however, it does not encompass all elements contributing to your total compensation package. In addition to competitive base pay, we offer comprehensive benefits, career advancement opportunities, differentials, premiums and bonuses as applicable and recognition programs designed to celebrate your contributions and support your professional growth. We invite you to apply, and our Talent Acquisition team will provide an overview of your potential compensation and benefits package.<p></p><div><div><div><div><div><div><div><p><b><br>
EEO Statement:</b></p></div></div></div></div></div></div></div>
1700 The MGH Institute of Health Professions, Inc. is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religious creed, national origin, sex, age, gender identity, disability, sexual orientation, military service, genetic information, and/or other status protected under law. We will ensure that all individuals with a disability are provided a reasonable accommodation to participate in the job application or interview process, to perform essential job functions, and to receive other benefits and privileges of employment. To ensure reasonable accommodation for individuals protected by Section 503 of the Rehabilitation Act of 1973, the Vietnam Veteran&rsquo;s Readjustment Act of 1974, and Title I of the Americans with Disabilities Act of 1990, applicants who require accommodation in the job application process may contact Human Resources at (857)-282-7642.<p></p><h2 class="jobSectionHeader"><b><br>
Mass General Brigham Competency Framework</b></h2><div><div><p>
At Mass General Brigham, our competency framework defines what effective leadership &ldquo;looks like&rdquo; by specifying which behaviors are most critical for successful performance at each job level. The framework is comprised of ten competencies (half People-Focused, half Performance-Focused) and are defined by observable and measurable skills and behaviors that contribute to workplace effectiveness and career success. These competencies are used to evaluate performance, make hiring decisions, identify development needs, mobilize employees across our system, and establish a strong talent pipeline.</p></div></div></div>

Clinical Education Systems Coordinator

Boston Medical Center

<div><p><b>POSITION SUMMARY</b><b>:</b></p><p></p><p>
Responsible for the overall clerical functions of the nursing station/front desk. Working collaboratively with the clinical team, the Unit Coordinator participates in delivery of patient care by providing a variety of clerical, customer relations, and support services to patients, their families/visitors, and healthcare team members.</p><p></p><p><b>
Position: ED Unit Coordinator (Night)
</b></p><p><b>Department: Adult ED</b></p><p><b>
Schedule: Part Time</b></p><p></p><p><b>
ESSENTIAL RESPONSIBILITIES / DUTIES:</b></p><p></p><p><b>
Care of the Patient and Family/Visitors: Performs a variety of direct service activities to ensure that patients and their families/visitors receive timely information and appropriate responses to their needs.</b></p><ul>
<li>
Greets and directs patients, families, visitors and staff in a friendly courteous positive customer service manner. Identifies self. Provides informative, non-clinical information when requested by patients, families, staff or visitors. Interacts in a courteous professional manner.</li>
<li>Coordinates activities of front desk/office support services. Performs clerical duties for the department. Answers/responds to telephone calls and inquiries in timely manner. Handles inquiries; refer calls/inquires to appropriate personnel in a timely manner. Checks and replies to BMC e-mail frequently during shift.</li>
<li>Checks voice messages and follows up on messages during the shift. For Respiratory Therapy Dept:, this also includes: Logs in to the pulmonary function test (PFT) extension at the start of each shift, following breaks and lunch. Logs off the PFT extension at the start of breaks, lunch and at the end of the shift.</li>
<li>Uses manual/computer programs/terminal for access &amp; data entry of patient information, verifies and updates as necessary, print reports, faxes as needed, order items as needed, schedule appointments, verify information etc.</li>
<li>Answers patient call lights in a timely manner and immediately, if possible. Responds to patient requests within the scope of his/her role, seeks assistance from the clinical team as appropriate. Follows-up on call light requests to ensure nursing staff has responded.</li>
<li>Maintains communication data, i.e. computer, charge/white boards, daily communication sheets, assignment sheets, updates room name tags, pre-caution labels i.e.</li>
<li>Participates in orienting patient to their room, call light, telephones and the unit by distributing welcome letters and informational packets. .</li>
<li>Initiates daily RN phone assignment, logs RN daily phone numbers, and demonstrated appropriate procedures to triage calls through patient call system.</li>
<li>Secures patients&rsquo; personal property and belongings according to hospital procedures, e.g., labeling patient belongings, sending valuables to the safe, etc. Ensures a patient belongings list for every patient. Upon discharge copies belongings list and files in binder/other designated location.</li>
<li>Monitors healthcare computer software systems (i.e., SCM, SDK, GE, etc.) and Bed Board for new discharge orders, prints discharge summaries, places discharge summaries in chart, makes clinic appointments for patient prior to discharge, documents as required.</li>
<li>Handles and distributes mail, flowers, gifts, etc. Facilitates patient/family/visitor access to available hospital services such as, the cafeteria, chapel, gift shop, parking, cashier, etc.</li>
<li>Identifies emergency situations and initiates appropriate response actions within the scope of his/her role. Is familiar with area disaster plan and unit.</li>
<li>Coordinates and makes appointments for transportation for patients and related materials, e.g., VA, chair car, patient transport, medical records, specimens, blood products, requisitions, etc., in a timely manner. Uses computer software /terminal for access data entry.</li>
<li>Interface among various departments: works collaboratively with other units, services, and departments to ensure patients, families, visitors and staff receive needed services information, and materials.</li>
<li>Takes initiative to identify and resolve/respond to questions and/or discrepancies; acts within the scope of his/her role and refers issues to appropriate team members as needed.</li>
<li>Performs a variety of office and clerical functions, such as photocopying, sending and receiving fax transmissions; takes actions to respond appropriately. Checks copier daily and replaces paper as needed. Calls for service of copier as needed.</li>
<li>Coordinates unit&rsquo;s communications including but not limited to, placing alpha numeric text pages to physicians or appropriate staff; calling family members/next of kin, etc.</li>
<li>May assist in patient admission, discharge and transfer processes by obtaining and managing insurance pre-approvals, obtaining and verifying demographic information, completing free-care applications obtaining and creating medical records.</li>
</ul><p></p><p><b>
Medical Record and Order Entry: Maintains accurate, complete, up-to-date patient care records as defined by hospital policy.</b></p><ul>
<li>
Prepares charts and labels on admission with appropriate documentation sheets and places appropriate clinical pathways in bedside charts, as ordered. Maintains complete and accurate medical records through timely filing of results and treatment documents, periodic chart thinning and replenishing of chart forms. Ensures that chart made for the patient has all necessary documents and labels in place, etc.</li>
<li>Label precaution charts with appropriate precaution labels. Maintains supply of precaution signs for patient rooms.</li>
<li>Accesses, retrieves and enters computerized and non-computerized data, e.g., retrieving lab and test results, etc. Communicates findings to clinical team members as appropriate. Maintains statistics for the PFT Lab and Bronchoscopy areas. (applies to Respiratory Therapy Clinic only)</li>
<li>Schedule and books patient appointments. Uses manual/computer programs/terminal i.e. SCM, IDX, GE i.e. for access &amp; data entry of appointment information. Follows the approved scheduling/appointment policy. Schedules appointment on day of request. Notifies appropriate individuals as required. Prints appointments as required. Faxes information as needed.</li>
<li>Checks chart for completeness. Check to ensure that appropriate pathway sheet is in the chart. Obtain discharge summaries, ensuring each page has barcode labeling etc., prior to forwarding materials to medical record room. Recopies and replenishes chart forms, e.g., medication records, activity sheets, etc., prior to expiration, ensuring each form is appropriately labeled with the correct patient&rsquo;s name and medical record number.</li>
<li>Transcribes patient care orders accurately and in a timely manner as appropriate.</li>
<li>Collaborates with the healthcare team to obtain necessary information for test/procedure scheduling inclusive of necessary pre-test/procedure preparation scheduling, e.g., books necessary, preoperative screening exams/tests in advance of scheduling surgery/procedure; coordinates patient test/procedure schedule to minimize patient travel and time off unit.</li>
<li>Communicates test/procedure/therapy schedule and relevant changes to patients, families, primary care providers, consultants, and staff as appropriate.</li>
<li>Maintains appropriate manual/computer logs records, and unit databases, e.g., diet list, census sheets, supply log, and patient board to include updated physician coverage, current pager number and RN name at all times, admissions, discharges, etc.</li>
<li>Ensures that the unit has a current Downtime Materials Box. Maintains and replenishes Downtime Box with appropriate order sheets, Dr's Orders, Progress Notes, lab etc. Is proficient in downtime procedures and aware of location of Downtime Computer and Printer that can be accessed when other computers fail.</li>
</ul><p></p><p><b>
Care of the Environment, Equipment and Material Supplies: Performs a variety of activities to ensure a clean, safe and stocked unit environment for patients, visitors and staff.</b></p><ul>
<li>
Conducts daily rounds, to ensure safe and clean environment and contacts appropriate Department/staff to clean, transport, and/or to address other safety/cleanliness issues.</li>
<li>Initiates work/repair orders uses computer software /terminal for access data entry. Log issues with the ITS rounder or to the help desk. Arranges for delivery of expired/broken equipment/materials to appropriate repair site. Tracks and returns borrowed/rented equipment.</li>
<li>As directed by manager, logs/completes daily patient charges/billing, inclusive of appropriate billing codes, either manually or via automated systems according to department /hospital standards. Insures billing is complete and without errors.</li>
<li>Checks inventories, orders, maintains and restocks to par level supply of papers, forms and office supplies according to par levels and budget targets using on line ordering computer system or paper systems. Organizes work and storage area. Verify amounts received as ordered. Orders other supplies as requested. Competent in ordering supplies online using Lawson, RSS, and Staples, RR Donnelly i.e.</li>
<li>Participates in searches for missing patients, belongings and/or equipment.</li>
<li>Maintains and troubleshoots basic office equipment including but not limited to, daily reboot of computer, load printer/photocopier with paper, point-of-service monitors, printers, fax machines, addressograph, etc.</li>
</ul><p></p><p><b>
Work Rules, Standards, and Competency Compliance: Acts in a manner that supports a positive and collaborative work environment and that is congruent with established standards, policies, procedures, and regulations.</b></p><ul>
<li>
Conforms to hospital universal standards of performance and conduct, including those pertaining to patient rights and BMC Standards of Behavior, so that the best possible customer service and patient care may be provided. Works cooperatively and constructively with all staff members and takes appropriate steps to effectively resolve interpersonal conflicts seeking assistance from his/her supervisor when needed.</li>
<li>Seeks out and acts upon constructive feedback regarding daily performance and works toward achieving goals identified during performance evaluations.</li>
<li>Participate in staff meeting, departmental/unit initiatives, quality improvement projects and committee meetings as assigned i.e. cost containment activities as needed. If unable to attend non-mandatory activities, accepts responsibility to review meeting minutes and document review and become knowledgeable of issues discussed.</li>
<li>Complies with established practice standards, policies, procedures, protocols, guidelines, and regulations, e.g., DPH, Joint Commission, Fire Codes, OSHA, etc.</li>
<li>Follows established Conduct and Attendance, Safety, and Infectious control policies/standards; consistently available on the unit.</li>
<li>Participates in ongoing educational activities to maintain competency and update requisite skills in his/her area of responsibilities; maintains accurate annual educational record.</li>
<li>Completes annual mandatory educational requirements, e.g., safety regulation and infection control review, departmental and unit specific competencies, etc.</li>
<li>Maintains a presentable appearance in accordance with dress code. Wears assigned uniform while on duty. Wears and has visible Hospital I.D. badge that identifies self as a Unit Coordinator.</li>
<li>Assists in orientation of new staff, and serves as a resource to float staff on your unit.</li>
<li>Adapts to changing patient and unit needs including but not limited to offering assistance to other team members, floating, adjusting assignments, running unit/patient errands when requested, needed, etc.</li>
<li>Collaborates with charge nurse/supervisor to coordinate break periods with unit activities.</li>
<li>Remains knowledgeable of and demonstrates reliability in regard to established work rules and policies such as hours of work, attendance, punctuality standards, uniforms, etc.</li>
<li>Utilizes hospital&rsquo;s cultural beliefs as the basis for decision making and to support the hospital&rsquo;s mission and goals.</li>
<li>Follows established hospital infection control and safety procedures.</li>
</ul><p></p><p><b>
OTHER DUTIES:</b></p><p>
Performs other duties as needed.</p><p></p><p><b>
JOB REQUIREMENTS</b></p><p></p><p><b>
EDUCATION:</b></p><p>
Requires a high school education or GED.</p><p></p><p><b>
CERTIFICATES, LICENSES, REGISTRATIONS REQUIRED</b>:</p><p>
Must complete competency requirements as offered.</p><p></p><p><b>
EXPERIENCE:</b></p><p>
One to two years previous clerical experience. Healthcare setting preferred.</p><p></p><p><b>
KNOWLEDGE AND SKILLS:</b>
</p><ul><li>Work requires demonstrated competence to effectively speak, read and write English. Multilingual skills (beyond that of English) in languages appropriate to the patient populations served by the Boston Medical Center are preferred.</li>
<li>Work requires ability to accurately interpret and utilize medical terminology and abbreviations.</li>
<li>Demonstrated proficiency with various computer software systems, including Microsoft Office (Word, Excel, Outlook, etc.) and hospital wide systems such as SEM, IDX, SDK, etc.</li>
<li>Ability to use and troubleshoot basic office equipment.</li>
<li>Excellent interpersonal skills and ability to interact appropriately with nursing staff, patients, families/visitors, physicians, and other hospital staff in a fast-paced environment.</li>
<li>Organizational skills to effectively set priorities and efficiently complete assigned work.</li>
<li>Ability to effectively apply basic administrative skills, e.g., typing, filing, telephone skills, etc.</li>
<li>Work requires physical ability to meet core job requirements in accordance with practice setting demands for the patient populations regularly served.</li>
</ul><p></p><p><b>
Compensation Range:</b></p>
$19.35- $26.04<p>
This range offers an estimate based on the minimum job qualifications. However, our approach to determining base pay is comprehensive, and a broad range of factors is considered when making an offer. This includes education, experience, and licensure/certifications directly related to position requirements. In addition, BMCHS offers generous total compensation that includes, but is not limited to, benefits (medical, dental, vision, pharmacy), contract increases, Flexible Spending Accounts, 403(b) savings matches, earned time cash out, paid time off, career advancement opportunities, and resources to support employee and family wellbeing.</p><p></p><p>
Equal Opportunity Employer/Disabled/Veterans</p><p>
According to the FTC, there has been a rise in employment offer scams. Our current job openings are listed on our website and applications are received only through our website. We do not ask or require downloads of any applications, or &ldquo;apps&rdquo; job offers are not extended over text messages or social media platforms. We do not ask individuals to purchase equipment for or prior to employment.</p></div>

ED Unit Coordinator (Night)

Boston Public Schools

<div><p>Boston Public Schools seeks an exceptional <b>Clinical Coordinator</b> who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as an education professional.</p><p></p><p><br>
The Clinical Coordinator will be responsible for the therapeutic environment including individual, group, and family therapy, and when needed, crisis intervention. In addition, acting as liaison for family, school, and medical personnel. He/she will also be responsible for the Individual Educational Plan (IEP) State and Federal requirements and identifying measurable goals and intervention plans.</p><p></p><p><br>
Reports to: Principal/Head of School</p><p></p><p><b><br>
Responsibilities</b></p><ul><li>
Provides therapeutic, individual, small group, and family counseling.</li><li>
Assists the Special Education Director, in carrying out Chapter 766 responsibilities required for the social/ emotional well-being of students referred for services in the Emotional Impairment Strand.</li><li>
Facilitates of the Emotional Impairment Strand Team meetings and is responsible for follow-through plans and any subsequent actions.</li><li>
Evaluates the performance of individual student behavioral plans and the subsequent performance of professional staff regarding their implementation of behavioral plans.</li><li>
Oversees the development and coordination of goals and objectives and distribution of instructional materials regarding the therapeutic environment.</li><li>
Ensures the maintenance of timely and accurate student records.</li><li>
Maintains responsive lines of communication between students/parents, and students/staff involved in the Emotional Impairment Strand.</li><li>
Collaborates with other departments and service providers within the school to ensure the appropriate therapeutic setting for the Emotional Impairment Strand.</li><li>
Performs other related duties as requested by the Head of School and Special Education Director.</li></ul><p><b>
Core Competencies:</b> Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Resources has identified priority skills and abilities that all BPS SISP should demonstrate.</p><ul><li>
Accountability for Student Achievement</li></ul><p><i>
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)</i></p><ul><li>
Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.</li><li>
Consistently defines high expectations for student learning goals and behavior.</li><li>
Assesses student learning regularly using a variety of assessments to measure growth, and understanding.</li><li>
Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.</li><li>
Communicating Professional Knowledge</li></ul><p><i>
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)</i></p><ul><li>
Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.</li><li>
Demonstrates knowledge of students&rsquo; developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.</li><li>
Equitable &amp; Effective Instruction</li></ul><p><i>
(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)</i></p><ul><li>
Builds a productive learning environment where every student participates and is valued as part of the class community.</li><li>
Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.</li><li>
Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students.</li><li>
Cultural Proficiency</li></ul><p><i>
(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)</i></p><ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected.</li><li>
Parent/Family Engagement</li></ul><p><i>
(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)</i></p><ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning.</li><li>
Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.</li><li>
Professional Reflection &amp; Collaboration</li></ul><p><i>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)</i></p><ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.</li><li>
Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.</li><li>
Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.</li></ul><p></p><p><b><br>
Qualifications Required</b></p><ul><li>
Current MA Board of Registration Social Worker license (LSW, LCSW, or LICSW) OR Psychologist license OR Mental Health Clinician license (LMHC)</li><li>
Active and valid MA DESE School Social Worker/School Adjustment Counselor (All Levels), School Guidance Counselor (at the appropriate level), or School Psychologist (All Levels).</li><li>
Master's Degree in Clinical Psychology, Social Work, Counseling, or a related field</li><li>
Minimum of three (3) years of professional experience working with at-risk youth
</li><li>Ability to meet the BPS Standards of Effective Practice as outlined above</li><li>
Strong interpersonal skills to work with schools, students, parents, and community-based agencies
</li><li>Clinical therapy working with adolescents</li><li>
Strong interpersonal skills and personal characteristics necessary for working effectively with students, teachers, administrators, and parents</li><li>
Ability to establish a multicultural atmosphere that enhances individual growth and promotes a positive self-image</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment</li></ul><p><b>
Qualification-Preferred</b></p><ul><li>
Commitment to working with parents and students as partners in education.</li><li>
Belief that all students can learn and become socially responsible.</li><li>
Respect for all children and their families.</li><li>
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, &amp; Somali.</li></ul><p><b>
Terms</b>: BTU, Group I, Plus 10% for the 11th month</p><p></p><p><br>
Please refer to the BPS website for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.</p><p></p><p><br>
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the &quot;Schedule A&quot; Expanded Learning Time (ELT) agreement.</p><p></p><p><br>
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals&rsquo; dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.</p></div>

Clinical Coordinator (SY26-27)

Clinical Coordinator (SY25-26)

Edwards Lifesciences

<div><p>Imagine how your ideas and expertise can change a patient&rsquo;s life. We generate extensive clinical evidence to demonstrate the effectiveness and safety of our innovations and how our products transform patients&rsquo; lives. As part of our Clinical Affairs team, you&rsquo;ll hone your scientific curiosity and passion for evaluating data to increase access to pioneering technologies for patients in need. In close partnership with principal investigators, dedicated medical professionals, patient advocacy groups, and regulatory authorities, you will drive the evidence needed to optimize patient outcomes.
</p><p></p><p>Aortic stenosis impacts millions of people globally, yet it often remains under-diagnosed and under-treated. Edwards&rsquo; groundbreaking work in transcatheter aortic heart valve replacement (TAVR) pioneered an innovative, life-changing solution for patients by offering heart valve replacement without the need for open heart surgery. Our Transcatheter Heart Valve (THV) business unit continues to partner with cardiologists and clinical teams to transform patient care with devices supported by clinical evidence. It&rsquo;s our driving force to help patients live longer and healthier lives. Join us and be part of our inspiring journey.
</p><p></p><p><b>How you will make an impact:
</b></p><ul><li>Field monitoring of studies and data collection for clinical trials, assessing all data documentation, reports, records, transcripts, exam results for consistency with case report form, and determining if clinical trial/study subject documentation is within parameters of study hypothesis, as well as monitoring clinical trial/study safety, in keeping with protocols, GCP (Good Clinical Practices) and regulatory requirements.
</li><li>Providing oversight of and insights into trial activities (e.g., trends in protocol compliance, enrollment, monitoring deviations, data quality) to principal investigators and support staff, and study sponsor management and leadership staff, including Institutional Review Boards/Ethics Committees/Research Ethics Committees, Clinical Operations (e.g. Contracts), and recommending and developing process improvements.
</li><li>Verifying trial/study data, including maintaining appropriate regulatory documents both internal and external, auditing to be sure the site has the appropriate regulatory documentation to conduct the trial/study, and source documentation is properly recorded.
</li><li>Validating investigational device accountability by tracking the history of investigational devices from Edwards to the field sites and through final disposition.
</li><li>Developing and delivering training on GCPs, protocols, database, compliance, device accountability, adverse event reporting, study investigation protocols, amendments, regulatory documentation requirements as well as training and proctoring new employees on trial and study related activities.
</li><li>Contributing to the development of clinical protocols, informed consent forms, and case report forms.
</li><li>Editing/amending informed consent documents.
</li></ul><p></p><p><b>What you&rsquo;ll need (Required):
</b></p><ul><li>Bachelor's Degree or equivalent in related field with 3 years of field monitoring, quality assurance/control and regulatory compliance experience or equivalent work experience based on Edwards criteria.
</li>Ability to travel up to 75% domestically.<br>
<li>
<br>
</li></ul><p><b>What else we look for (Preferred):
</b></p><ul><li>Clinical research certification (ACRP or SoCRA clinical coordinator / CRA certification)
</li><li>Strong written and verbal communication skills, presentation skills, interpersonal skills, and analytical skills
</li><li>Proven expertise in MS Office Suite, including Word, Excel, Adobe, and ability to operate general computer software and office machinery
</li><li>Demonstrated problem-solving and critical thinking skills
</li><li>Strong understanding of cardiovascular anatomy, pathology and physiology or Business Unit area of expertise
</li><li>Substantial understanding of medical device regulatory requirements and documents, device accountability and adverse events reporting
</li><li>Technical writing skills (protocols, CRF development, study tools)
</li><li>Ability to communicate and relate well with key opinion leaders and clinical personnel
</li></ul><p></p><p>Aligning our overall business objectives with performance, we offer competitive salaries, performance-based incentives, and a wide variety of benefits programs to address the diverse individual needs of our employees and their families.
<br>
<br>
For Massachusetts (MA), the base pay range for this position is $87,000 to $123,000 (highly experienced).
<br>
<br>
The pay for the successful candidate will depend on various factors (e.g., qualifications, education, prior experience). Applications will be accepted while this position is posted on our Careers website.
</p><p></p><p>E dwards is an Equal Opportunity/Affirmative Action employer including protected Veterans and individuals with disabilities.
</p><p></p><p><b>COVID Vaccination Requirement
</b></p><p>Edwards is committed to protecting our vulnerable patients and the healthcare providers who are treating them. As such, all patient-facing and in-hospital positions require COVID-19 vaccination. If hired into a covered role, as a condition of employment, you will be required to submit proof that you have been vaccinated for COVID-19, unless you request and are granted a medical or religious accommodation for exemption from the vaccination requirement. This vaccination requirement does not apply in locations where it is prohibited by law to impose vaccination.</p></div>

Clinical Research Monitoring Specialist

<div><p>****This school has been designated underperforming or chronically underperforming (formerly Level 4 or 5) by the State of Massachusetts.****</p><p></p><p><b><br>
To be considered for this position, candidates must apply to the Transformation </b><b>Social Worker [Candidate Pool Posting] (SY25-26) </b><b>and be screened through the Central Office screening process.</b></p><p></p><p><br>
Boston Public Schools seeks an exceptional <b>Social Worker/Coordinator</b> who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as an education professional.</p><p></p><p><br>
Reports to: Program Director</p><p><br>
</p><p><b>Responsibilities</b></p><ul><li>
Manage and supervise the Planning Center.
</li><li>Plan and implement school support programs in collaboration with the Program Director.
</li><li>Act as a case manager for students.
</li><li>Counsel students individually and in small groups.
</li><li>Provide crisis intervention for students, which may include psychiatric evaluations, safety contracts, and social service interventions.
</li><li>Assist in the admission and discharge of students.
</li><li>Communicate goals and activities of the student support program to students, staff, and the larger community.
</li><li>Coordinate the Student Support Team.
</li><li>Serve as a liaison between the school, student, parent, and external agencies.
</li><li>Make referrals to external agencies and appropriate programs for students in need of support services.
</li><li>Match students with appropriate services, monitor their progress, and coordinate follow-up services for each student.
</li><li>Performs other related duties as requested by the Program Director.</li></ul><p><br>
</p><p><b>Core Competencies:</b> Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Resources has identified priority skills and abilities that all BPS SISP should demonstrate.</p><br>
<p></p><ul><li>
Accountability for Student Achievement</li></ul><p><i>
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)</i></p><ul><li>
Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.</li><li>
Consistently defines high expectations for student learning goals and behavior.</li><li>
Assesses student learning regularly using a variety of assessments to measure growth, and understanding.</li><li>
Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.</li><li>
Communicating Professional Knowledge</li></ul><p><i>
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)</i></p><ul><li>
Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.</li><li>
Demonstrates knowledge of students&rsquo; developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.</li><li>
Equitable &amp; Effective Instruction</li></ul><p><i>
(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)</i></p><ul><li>
Builds a productive learning environment where every student participates and is valued as part of the class community.</li><li>
Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.</li><li>
Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students.</li><li>
Cultural Proficiency</li></ul><p><i>
(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)</i></p><ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected.</li><li>
Parent/Family Engagement</li></ul><p><i>
 (III-A-1. Parent/Family Engagement, III-B-2. Collaboration)</i></p><ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning.</li><li>
Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.</li><li>
Professional Reflection &amp; Collaboration</li></ul><p><i>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)</i></p><ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.</li><li>
Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.</li><li>
Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.</li></ul><p></p><p><b><br>
Qualifications Required:</b></p><ul><li><b>
Education: </b>Master of Social Work (MSW) or Master of Mental Health Counseling</li><li>
MA DESE School Social Worker/School Adjustment Counselor License (All Levels)</li><li>
Licensed Certified Social Worker (LCSW), Licensed Independent Clinical Social Worker (LICSW) or Licensed Mental Health Counselor (LMHC) at the time of hire or if hired with a Master&rsquo;s of Social Worker (MSW) must obtain a LCSW by the last day of school in the year of hire.</li><li>
Minimum of 3 years of effective professional experience in an urban setting similar to Boston Public Schools providing clinical services.</li><li>
Ability to meet the BPS Standards of Effective Practice as outlined above.</li><li>
Strong interpersonal skills to work with school, students, parents, and community-based agencies.</li><li>
Demonstrates understanding of racial equity and ability to engage in dialogue about race, intersectionality, and systems of oppression</li><li>
Demonstrates a deep sense of cultural humility and self-awareness.</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.</li></ul><p></p><p><b><br>
Qualification-Preferred</b></p><ul><li>
Commitment to working with parents and students as partners in education.</li><li>
Belief that all students can learn and become socially responsible.</li><li>
Respect for all children and their families.</li><li>
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, &amp; Somali.</li></ul><p></p><p><b><br>
Terms:</b> BTU Group 1</p><p><br>
</p><p>Please refer to www.bostonpublicschools.org/ohr (under &quot;Employee Benefits and Policies&quot;) for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.</p><p></p><p><br>
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the &quot;Schedule A&quot; Expanded Learning Time (ELT) agreement.</p><p></p><p><br>
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals&rsquo; dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.</p></div>

Turnaround: Social Worker/Coordinator, Gr. 9-12 (SY26-27)

<div><p><b>To be considered for this position, candidates must apply to the </b><b>Social Worker [Candidate Pool Posting] (SY25-26)</b><b> and be screened through the Central Office screening process.</b></p><p></p><p><br>
Boston Public Schools seeks an exceptional <b>Social Worker/Coordinator</b> who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as an education professionals.</p><p></p><p><br>
Reports to: Program Director</p><p><br>
</p><p><b>Responsibilities</b></p><ul><li>
Manage and supervise the Planning Center.
</li><li>Plan and implement school support programs in collaboration with the Program Director.
</li><li>Act as a case manager for students.
</li><li>Counsel students individually and in small groups.
</li><li>Provide crisis intervention for students, which may include psychiatric evaluations, safety contracts, and social service interventions.
</li><li>Assist in the admission and discharge of students.
</li><li>Communicate goals and activities of the student support program to students, staff, and the larger community.
</li><li>Coordinate the Student Support Team.
</li><li>Serve as a liaison between the school, student, parent, and external agencies.
</li><li>Make referrals to external agencies and appropriate programs for students in need of support services.
</li><li>Match students with appropriate services, monitor their progress, and coordinate follow-up services for each student.
</li><li>Performs other related duties as requested by the Program Director.</li></ul><p><br>
</p><p><b>Core Competencies:</b> Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human resources has identified priority skills and abilities that all BPS SISP should demonstrate.</p><br>
<p></p><ul><li>
Accountability for Student Achievement</li></ul><p><i>
(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)</i></p><ul><li>
Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.</li><li>
Consistently defines high expectations for student learning goals and behavior.</li><li>
Assesses student learning regularly using a variety of assessments to measure growth, and understanding.</li><li>
Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.</li><li>
Communicating Professional Knowledge</li></ul><p><i>
(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)</i></p><ul><li>
Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.</li><li>
Demonstrates knowledge of students&rsquo; developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.</li><li>
Equitable &amp; Effective Instruction</li></ul><p><i>
(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)</i></p><ul><li>
Builds a productive learning environment where every student participates and is valued as part of the class community.</li><li>
Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.</li><li>
Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students.</li><li>
Cultural Proficiency</li></ul><p><i>
(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)</i></p><ul><li>
Actively creates and maintains an environment in which students&rsquo; diverse backgrounds, identities, strengths, and challenges are respected.</li><li>
Parent/Family Engagement</li></ul><p><i>
 (III-A-1. Parent/Family Engagement, III-B-2. Collaboration)</i></p><ul><li>
Engages with families and builds collaborative, respectful relationships with them in service of student learning.</li><li>
Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.</li><li>
Professional Reflection &amp; Collaboration</li></ul><p><i>
(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)</i></p><ul><li>
Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.</li><li>
Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.</li><li>
Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.</li></ul><p></p><p><b><br>
Qualifications Required</b></p><ul><li><b>
Education: </b>Master of Social Work (MSW) or Master of Mental Health Counseling</li><li>
MA DESE School Social Worker/School Adjustment Counselor License (All Levels)</li><li>
Licensed Certified Social Worker (LCSW), Licensed Independent Clinical Social Worker (LICSW) or Licensed Mental Health Counselor (LMHC) at the time of hire or if hired with a Master&rsquo;s of Social Worker (MSW) must obtain a LCSW by the last day of school in the year of hire.</li><li>
Minimum of 3 years of effective professional experience in an urban setting similar to Boston Public Schools providing clinical services.</li><li>
Ability to meet the BPS Standards of Effective Practice as outlined above.</li><li>
Strong interpersonal skills to work with school, students, parents, and community-based agencies.</li><li>
Demonstrates understanding of racial equity and ability to engage in dialogue about race, intersectionality, and systems of oppression</li><li>
Demonstrates a deep sense of cultural humility and self-awareness.</li><li>
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.</li></ul><p></p><p><b><br>
Qualification-Preferred</b></p><ul><li>
Commitment to working with parents and students as partners in education.</li><li>
Belief that all students can learn and become socially responsible.</li><li>
Respect for all children and their families.</li><li>
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, &amp; Somali.</li></ul><p></p><p><b><br>
Terms: </b>BTU Group 1</p><p><br>
</p><p>Please refer to www.bostonpublicschools.org/ohr (under &quot;Employee Benefits and Policies&quot;) for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.</p><p></p><p><br>
The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the &quot;Schedule A&quot; Expanded Learning Time (ELT) agreement.</p><p></p><p><br>
The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals&rsquo; dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.</p></div>

Social Worker/Coordinator, Gr. K-12 (SY26-27)

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